Penguin Modular Summary
Here is our modular summary so you can see in more detail what we will be learning over the next term.
|TERM: 3 CLASS: Penguin|
Our topic this term will be Our School Community.
Below is an outline of some of the target areas we will be focusing on across the term.
Pupils will also continue to work on their own individual targets on identified focus areas.
There are also some examples of activities that could be developed both at school and at home.
Position and Direction
Know and use simple prepositions i.e. ‘in, ‘on’ and ‘under’.
Sing and participate in action songs that use positional language.
Practice using this language in everyday situations e.g. putting your hat ‘on’ your head.
Using PECs symbols to comment on the position of items in relation to others. E.g. I see cat on chair.
Use/follow simple language to describe movement e.g. forwards and backwards when moving themselves and programming simple devices such as Beebots.
Know compass points and use to identify location of places in relation to school.
Use coordinates to locate places in school and in the wider community on simple maps.
Sort pictures according to whether they are of winter or summer.
Identify appropriate clothes to wear at different times of the year from a small selection.
Begin to order the days of the week.
Follow their symbol schedule daily and order short sequences of pictures depicting everyday activities.
Know the days of the weeks, months of the year and seasons.
Sort pictures according to the four seasons.
Follow schedule for each day and recall the day they participate in specific lessons.
Read the time to the nearest hour and half an hour on an analogue and digital clock.
Pupils to work om individual target work through small group work and TEACCH tasks. Pupils will develop their knowledge and understanding of money.
Sort coins by colour and size.
Identify the value of coins.
Sort groups of coins in to more or less, bigger or smaller.
Answer simple addition questions using coins.
Counting everyday items at home, when out in the community, and when shopping.
Using schedules at home and commenting on day and time of the day.
Looking at clocks both analogue and digital and saying the time.
Singing actions songs relating to positional language ‘in’, ‘on’ and ‘under’ and number.
Talking about directions to familiar places.
|Communication and Language|
This term we will be reading well known stories and using these texts as a point of interest to develop our Literacy skills in all four areas of speaking and listening, writing and reading. We will also be using PECs symbols and question prompt cards to further develop our comprehension and commenting skills.
Our books include: Where the Wild Things Are by Maurice Sendak and Paddington Bear by Michael Bond.
We will be following instructions to complete everyday tasks, ordering and writing our own instructions to complete activities as well as following instruction in cookery to make bread products and to make ice cream.
Continue to develop vocabulary of symbols linked to everyday situations and current topics to further our communication skills.
Listen to and share daily stories read in class.
Daily phonics sessions – re-visiting known sounds and learning new Phase 2 sounds.
Daily phonics sessions – re-visiting known sounds and learning new Phase 5 sounds.
Guided reading sessions twice weekly.
This term pupils will participate in weekly write dance sessions themed on ‘Our Body’ to develop their fine motor skills and mark making. For some these sessions will enable them to practice their letter formation and spelling in a fun and engaging way to help develop their confidence in independent writing.
Continue to develop fine motor skills – threading, peg boards, inset puzzles. Recognising and copying letters and words.
Using a range of different materials to make marks, such as overwriting sheets. Exploring a range of sensory materials/textures to create marks. Writing ideas about our class story. Sharing ideas with others.
Continue to work on spelling through phonic sessions and use word and symbol banks to develop their sentence structure.
Speaking and Listening
Opportunities will be built into all areas of the school day. Pupils to work on these skills at an individual and/or group level with oversight and guidance from SALT when required.
Pupils with PECs will develop their commenting skills ‘I see’.
Other pupils will develop their comprehension and commenting skills with the support of symbol and picture cue.
Sharing books and listening to stories together. Encouraging use of communication systems such as PECs and Communication books.
Fine motor skills – pegging the washing on the line, stirring food etc.
Following instructions to play familiar games or recipes when cooking.
Pupils will be offered the chance to complete sensory circuits. Sensory circuits are used to support the children to engage in various activities, and to remain focussed and on task for longer periods of time.
We continue to create a sensory circuit with support from the Occupational Therapist.
Please ask if you would like some information regarding developing a sensory circuit at home. Some ideas of equipment and activities include; jumping on a trampoline, jumping over a skipping rope, jumping on the spot, running from one spot to another, walking along a skipping rope, calming activities, including hand and foot massage.
Opportunities to access the outside areas around school across the school day. Sensory circuits on a daily basis.
PE sessions in the hall/outside using various equipment, learning to follow instructions and playing small games.
Encouraging children to change into their PE kits independently.
Regular movement breaks at home – see sensory circuits.
Videos on child yoga and movement breaks on internet.
Playing simple games such as ‘What’s the Time Mr Wolf.
|Expressive Arts and Design|
Interactive music songs, using different instruments to copy rhythms, making choices and showing preference, songs on IWB, singing and dancing, different music genres.
Work linked to our topic Our School Community with activities including rubbings on surfaces around school and using an iPad to take photographs of the school both inside and the grounds. Using photographs to make collages.
Taking photos of different things within the home and when out and about.
Singing songs and listening to music together.
|Understanding The World|
Our topic this half term is Our School Community.
Tour both inside and outside of school to familiarise ourselves with the environment and learning to navigate our way to specific areas and rooms within the school.
Learning about the way our outside areas in school are improving and think of further ways to develop these spaces.
Finding out about recycling and thinking of how we can implement this in class initially.
Meeting people that help us in school and finding out more about them.
Discuss school day with child at home after reading home school book.
Talking about and undertaking recycling at home.
Using a range of ICT equipment across the curriculum including:
IPads to take photographs in art and topic work.
Interactive whiteboard for stories and interactive games.
Beebots related to position and directional work in Maths.
Green screen work creating a news report about our school community.
Using devices to take photos and videos.
|Personal, Social and Emotional Development|
Turn taking and playing with friends, sharing materials and toys, making choices, sharing and turn taking, changing for PE, washing hands before snack, lunch etc., attempting tasks independently, learning about being safe and safe transitions, communication.
Also beginning to recognise own feelings and strategies to cope with them.
Encourage your child to be as independent as possible in different activities such as dressing and communication.
Talking about feelings and looking at faces in mirror and discussing the feeling of characters in books.